DISCUSSION QUESTIONS

Discussion questions are located in the discussion area.  These are posted for the class to read and respond to each week.  All discussions are to be posted by 12:00 midnight of each week. In addition to posting an answer to the discussion question, to receive full credit for the question, you are also required to respond to at least one other student's posting, either agreeing with the comments or expressing an alternate opinion. Try to respond to postings which haven’t already been responded to, or which have fewer responses. When posting your answer and your responses to other students’ answers, be sure to use correct grammar, punctuation and syntax. Remember that you are communicating with others, and correct English usage is critical because you are expecting others to understand what you are saying. It would be wise to type out your answer/response, spell and grammar check, then proofread once more before posting. Improper grammar, punctuation, and/or syntax will reduce your grade.

The discussions are designed to help you clarify your thinking and compare your opinions to those of others.  Any opinion, backed by solid research, lends itself to a stronger position.  In your discussions, opinions and thoughts that are backed by solid references will be rewarded with higher grades. (You would do this by 1) stating what you believe and 2) referring to another source that backs up your statement (it could be the book, a website, or an article).

Also be aware that derogatory comments, bad language, and rudeness will not be tolerated. Disagreement is fine (and, in fact, encouraged, as this is how learning occurs), as long as it is done with respect and tact. Postings which are derogatory in nature will be immediately removed and your grade will be significantly decreased.

One last caution - be sure that you have read and understand terms from the book and the lectures. You will not be able to answer the questions correctly if you have not.

DISCUSSION #1

(Same as assignment #1 - but this way you will get to know other students as well!) Tell me about yourself. Include your Name, Occupation, Major, Status (how many college classes have you had, OR how many you have left), Plans after BCC, Hobbies (What do you do in your spare time? Or, what would you do if you had spare time?), Why you took the course and One thing you hope to learn. (And anything else you want to add.)

DISCUSSION #2

Theories explain many, but not all behaviors. Even in the same person, one theory may explain one aspect of behavior while another theory may explain another aspect of behavior. After reading the lesson, choose two parts of the theories you have read (name the theorist, the theory, and the section of that theory you have chosen), and for each one, describe a situation or incident or behavior you think is explained by this theory. (The behavior can be your own, your child's, a neighbor or coworker's, or something you have seen on television.) The idea is to relate theories to "real life" behaviors for greater understanding. This assignment should be at least two full paragraphs. (Be sure to back up your opinions with information from the book or another source and include your references, and respond to at least one other student for full credit.)

DISCUSSION #3

To learn more about the effects of teratogens on the developing person and the Internet resources available to prospective parents, pick a teratogen from among those mentioned in the text and "surf the Web" (try using www.google.com to search) to find answers to the following questions: 
1. Which teratogen did you choose? Why?
2. What are the potential short- and long-term effects of this teratogen on the developing person?
3. Are other risk factors associated with damage from this teratogen? That is, who is most (and least) likely to suffer teratogenic damage (does age/developmental stage/sex factor in)?
4. What steps can prospective parents take to minimize the effects of this teratogen?
5. State the Internet address of at least one relevant Web page for full credit.

DISCUSSION #4

With all of the information we have about the benefits of breastfeeding for both mother and infant, what (specifically) could be done to encourage more mothers to breastfeed, and to encourage them to continue for a longer period of time? 

[Some statistics:  breastfeeding rates have declined steadily since 1980, and by the mid-1990's, only about 50% of mothers choose to breastfeed. Additionally, by 6 months of age, only 18% of mothers are still breastfeeding. Although there has been a decline in all demographic groups, the largest decline (statistically) occurred among women who were black, younger, low income, and poorly educated, and who had a low birth weight infant and who were enrolled in the WIC program.  You may find these statistics helpful when answering your question.]

DISCUSSION #5

It is sometimes easy to adopt a one-sided view of abusive or neglectful parents, blaming them and wondering why they can't "just stop it" or "see the damage they are doing." There are other stereotypes of abusive parents, as well, and you might be able to think of a few that you hold (ie. they are monsters, they don't love their children, they are "sick," etc.) Take just a minute to think of one of your own stereotypes . . .

Ok, having done that, it is important to realize that ALL parents have the potential to abuse, and many times the only difference between those who do and those who don't is that some do and some don't. While that may sound redundant, it is true. ALL parents feel frustrated, overwhelmed, and feel like "lashing out," but some parents have learned alternatives to "taking it out" on their children.

Society blames parents, especially mothers, for everything that happens to their children. Many times mothers feel greatly judged and very little supported where mistakes in child-rearing are concerned. One major problem and contributor to abuse is that many parents expect perfection from themselves as well as from their children. When they don't see it, they feel guilty, harassed, pressured, and finally they lash out. The following situation is a "real life" example of how a parent may become furious with a child:

(From a friend's account as told to me): "My 2 ½-year-old throws a lot of tantrums. He has a good vocabulary, and should tell me what he wants instead of throwing these tantrums. Sometimes he can go on for 30-45 minutes (I wonder if he even remembers what he's mad about after that!) Many times these tantrums happen in public, but in any case it's frustrating to me because he should know better. In public, I get so mad I want to yell at him, hit him, and "make" him behave. I haven't done this, but my frustration increases every time it happens. I'm afraid that someday, I may be so mad I might hurt him. What can I do?"

Comment on this situation, or another that you may have experienced (if you use your own example, describe the situation briefly, the feelings that went along with it, and answer the questions based on your situation). What information is my friend missing in this situation? What changes does she need to make in her understanding of child development (if any)? And what can she do in these situations to avoid it turning into abuse? Is it the child's behavior that needs changing, or the parent's attitude about age-appropriate behavior?

DISCUSSION #6

Since you have your observations to work on this week, I have given you an "easy" posting for this week. The requirements remain the same - keep your post substantial and respond to at least one other student, but have fun with this one. (it is intended to be a review of the course topics so far . . .)

Question: Please post one thing that has caught your interest so far OR post one thing that has not been clear so far (from the lessons or chapters). What information/theory has excited you or what can you use so far? Or what concept has left you saying, "huh?" (please choose one option or the other and in eather case, explain in detail. In other words, if you didn't understand, do some research and present what you think. If you liked the information, what can you add to it?).

DISCUSSION #7

This question refers back to Week 5's Barsch Learning Style Inventory.  (it is NOT asking about the Keirsey Temperament Information from Lesson 7)  Regarding the Barsch Learning Style Inventory, what is your preferred learning style? What could you do, in a classroom situation, to help students learn more effectively? (Your answer should use information about learning styles from the lecture.) Is it necessary to know each child's learning style to make learning interesting and effective?

DISCUSSION #8

After looking at your answers to Quiz #14, then reading the information and the book about talking to children about "sex," were you surprised by any of the information? Did you have any misconceptions or misinformation before reading this assignment? (If so, discuss one or two.) 

DISCUSSION #9 - FINAL DISCUSSION

This discussion is intended to be a review of topics and will be graded on the same guidelines used for every other discussion - specifically, references are required for full credit.  What is the most important thing you will take with you from this class? How will you use this information to improve your life? With your references, please try to add to the information given in class.